Literatura académica sobre el tema "Curriculum"
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Artículos de revistas sobre el tema "Curriculum"
Mo, Haiwen y Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China". English Language Teaching 12, n.º 9 (16 de agosto de 2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.
Texto completovon Maltzan, Carlotta. "Deutsch im Kontext der südafrikanischen Bildungspolitik und der Ruf nach Dekolonisierung". Jahrbuch für Internationale Germanistik 50, n.º 1 (1 de enero de 2018): 99–110. http://dx.doi.org/10.3726/ja501_99.
Texto completoWhitty, Geoff. "Curriculum Research and Curricular Politics". British Journal of Sociology of Education 8, n.º 2 (junio de 1987): 109–17. http://dx.doi.org/10.1080/0142569870080201.
Texto completoCohen, Jordan L. "Curriculum Revision or Curricular Transformation?" American Journal of Pharmaceutical Education 56, n.º 1 (1992): 93. http://dx.doi.org/10.1016/s0002-9459(24)06584-7.
Texto completoVeryawan, Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, Rosmiati Rosmiati, Dewi Fitriani, Abdul Hafiz y Rahma Rahma. "Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education". Aṭfālunā Journal of Islamic Early Childhood Education 6, n.º 2 (31 de diciembre de 2023): 81–95. http://dx.doi.org/10.32505/atfaluna.v6i2.6517.
Texto completoSoysal, Yi̇lmaz. "Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis". Journal of Science Learning 5, n.º 1 (1 de marzo de 2022): 127–40. http://dx.doi.org/10.17509/jsl.v5i1.35439.
Texto completoPotteiger, Kelly, Christopher David Brown y Leamor Kahanov. "Altering the Athletic Training Curriculum: A Unique Perspective on Learning Over Time". Athletic Training Education Journal 7, n.º 2 (1 de abril de 2012): 60–69. http://dx.doi.org/10.4085/070260.
Texto completoWidiatsih, Asri, Untung Triono y Nostalgianti Citra P. "Implementasi Program Pembelajaran Berbasis Budaya Lokal Melalui Hidden Curriculum". Journal of Education and Instruction (JOEAI) 4, n.º 2 (16 de noviembre de 2021): 338–42. http://dx.doi.org/10.31539/joeai.v4i2.2823.
Texto completoRawle, Fiona, Tracey Bowen, Barb Murck y Rosa Hong. "Curriculum Mapping Across the Disciplines: Differences, Approaches, and Strategies". Collected Essays on Learning and Teaching 10 (12 de junio de 2017): 75–88. http://dx.doi.org/10.22329/celt.v10i0.4765.
Texto completoSong, Naree y Dukjoo Jo. "A Study on the Development and Operation Model of Extracurricular Curriculum in University". Korean Association For Learner-Centered Curriculum And Instruction 24, n.º 8 (30 de abril de 2024): 467–84. http://dx.doi.org/10.22251/jlcci.2024.24.8.467.
Texto completoTesis sobre el tema "Curriculum"
Matheus, Danielle dos Santos. "Políticas de currículo em Niterói, Rio de Janeiro: o contexto da prática". Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1836.
Texto completoThis research analyzes the curriculum policy of Niteróis Public Education System during the government (2005-2008) of Partido dos Trabalhadores (Labour Party). Curriculum is addressed here as a cultural artifact that suffers hybridation processes. Based on Stephen Balls study of policy cycles, the curriculum policies were discussed as texts, discourses and practices produced by three different contexts combined, surrounded by power relationships and disputes on curriculum symbolic control and meaning. Based on Ernesto Laclaus contributions, I understand that individuals gather to defend some curriculum conception wishing that it becomes hegemonic in the process of curriculum policy production. In this sense, the curriculum production is viewed as a struggle for hegemony marked by tension between particular and universal. The purpose of this research is to analyze the practice context interpretations of the curriculum policy texts defended by the local government. The practice context, here, is the 3rd and 4th cycles of a Middle School called Escola Niterói (fictional name), accessed by interviews with teachers from the eight academic subjects. Through the analysis of the four curriculum documents produced by the Fundação Municipal de Educação (municipal educational foundation) the context of text production is accessed, as well as the meanings of policy context of influence. On dealing with the meanings in the curriculum documents, I conclude that there are different interpretations made by different groups that are on struggle for hegemony on curriculum. Those interpretations are connected to the groups demands. Its possible to identify two disputing curriculum projects and to notice two groups linked to them: one defending the FMEs proposal and the other that is against it. Most of the pedagogues and some of the teachers of Escola Niterói, as well as the FMEs staff are in the group favorable to FMEs proposal. The majority of teachers interviewed in this research are in the opposite group, because they believe that is not viable to make the proposal adequate the context of practice. The teachers insatisfaction begins to bind them together, creating an identity that is stimulated by the opposition to the hegemonic proposal and by the desire of developing a new one at the same time.
Bennett, Sandra. "An investigation into curriculum alignment in building construction curricula". Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09052005-100444/.
Texto completoHeathcote, G. "Curriculum adaptation as a strategy for curriculum development". Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382829.
Texto completoMoura, João Henrique Cândido de 1987. "A integração curricular no ENEM : o caso das ciências da natureza". [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254172.
Texto completoDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-26T01:24:33Z (GMT). No. of bitstreams: 1 Moura_JoaoHenriqueCandidode_M.pdf: 2482484 bytes, checksum: 83182f9087303c567d18e67a9aab15c9 (MD5) Previous issue date: 2014
Resumo: A presente pesquisa tem como objetivo compreender os discursos (de acordo com a perspectiva de Stephen Ball) da integração curricular e da interdisciplinaridade como uma de suas expressões, nas recentes políticas públicas curriculares. Tendo como referência o Exame Nacional do Ensino Médio (ENEM) e a recente reformulação no formato e finalidade sofrida por ele, investigamos como o discurso da integração curricular aparece nas narrativas de docentes de escolas públicas e privadas, no caso das Ciências da Natureza. Tendo como princípio metodológico a narrativa proposta por Walter Benjamin, foi constituído um quadro empírico com as histórias de professores atuantes no Ensino Médio nas disciplinas de Biologia, Física e Química. Como resultados, depreende-se que a reformulação do ENEM parece não ter influenciado as práticas curriculares. Os professores reconhecem e endossam a importância do diálogo entre as disciplinas, mas criticam as interpelações advindas do trabalho interdisciplinar, sem que condições apropriadas sejam garantidas para a realização de atividades integradas
Abstract: This research aims to understand the discourses (according to the perspective of Stephen Ball) of curriculum integration and interdisciplinarity as one of its expressions, in recent curricular policies. With reference to the National High School Exam (ENEM) and the recent reformulation of the format and purpose experienced by it, we investigate how the discourse of curriculum integration appears in the narratives of teachers from public and private schools, in the case of Natural Sciences. Using as methodological principle the narrative proposed by Walter Benjamin, we have made an empirical framework with the stories of teachers working in secondary education in biology, physics and chemistry. As a result, it appears that the recast of ENEM seems not to have influenced the curricular practices. Teachers recognize and endorse the importance of dialogue between disciplines, but criticize the resulting interpolations of interdisciplinary work, without appropriate conditions guaranteed for the realization of integrated activities
Mestrado
Ensino e Práticas Culturais
Mestre em Educação
Begg, Andrew John Cameron. "Emerging curriculum". Thesis, Open University, 2006. http://oro.open.ac.uk/54631/.
Texto completoLeung, Wai-ming y 梁偉明. "The differences between the intended curriculum and implemented curriculum". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961782.
Texto completoRylander, Jonathan James. "COMPLICATED CONVERSATIONS AND CURRICULAR TRANSGRESSIONS:ENGAGING WRITING CENTERS, STUDIOS, AND CURRICULUM THEORY". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1491659752447516.
Texto completoSelimane, Remane. "A história e a geografia na concepção da disciplina de ciências sociais no ESG1 em Moçambique: subsídios epistemológicos e didáctico-metodológicos para a revisão curricular em curso". Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9639.
Texto completoThis research fits into the theme of curriculum development. Its focus is to understand the curriculum revision in Mozambique, since the mid 2000s. It seeks to understand to what extent this process has been ongoing on the basis of valid theoretical assumptions and how that has been reflected in the improvement or not of the quality of education offered. It critically analyzes curriculum integration in the area of Social Sciences, in the Junior General Secondary Education. Specifically, the research analyzes the process of creating of the discipline of Social Sciences in the Field of Communication and Social Sciences. Thus, the basic categories are: curriculum (development, reform and integration) and (discipline of) Social Sciences, as well as patriotic references and values. The relevance of this discussion is justified primarily by its timeliness. The study is based on the epistemological principles of dialectic paradigm and the assumptions of qualitative research and develops through documentation, bibliographic and documentary research, questionnaires and interviews. The empirical research was based on documents on the subject issued at the Ministry of Education of Mozambique and fieldwork benefited from the testimony of 20 (twenty) teachers and 10 (ten) national level educational supervisors or tecnitions. In the four chapters of this work, besides the Introduction and Conclusions, it is discussed, in turn, the origin of the research problem, the author's personal motivations for its achievement and other aspects that reinforce the rationale, objectives, methodology and track the results produced. There's, also, an historical critical review on the construction of the curriculum, taking in Mozambique, having as a starting point the time when the author started to be involved in it; a critical analysis of Teaching Programs of History and Geography in the Junior General Secondary Education, and data collected through interviews and questionnaires. A theoretical approach based on the categories enunciated above and supported by critical authors. Outline the conclusions, in conclusions, which sum up the basic ideas of work, seeking to respond to the challenge put at first. The work provides an outline of some alternative strategies to the process of curriculum construction in haste. It has been assumed that the proposed strategies conducive to achieving the aims of the Social Sciences Area at General Secondary Education and strengthen the contribution of this area in the curriculum structure particularly, and in the development of Mozambican General Secondary Education curriculum, in general
Esta pesquisa enquadra-se na temática de desenvolvimento curricular. Seu foco é a compreensão da revisão curricular em Moçambique, que vem decorrendo desde meados da primeira década de 2000. Ela busca perceber em que medida este processo tem estado a ser desenvolvido com base em pressupostos teóricos válidos e como isso pode estar a repercutir-se na melhoria ou não da qualidade de ensino oferecida. Analisa criticamente a integração curricular na Área das Ciências Sociais, no Ensino Secundário Geral do 1º Ciclo. De modo concreto ela centra a sua atenção no processo da concepção da disciplina de Ciências Sociais na Área de Comunicação e Ciências Sociais, daí que as categorias básicas sejam: desenvolvimento, reforma e integração (curricular) e (disciplina de) Ciências Sociais, assim como referências e valores (pátrios). A relevância desta discussão justifica-se, fundamentalmente, pela sua actualidade. O estudo baseou-se nos princípios epistemológicos do paradigma dialéctico e nos pressupostos da pesquisa qualitativa e se desenvolveu através da documentação; pesquisa bibliográfica e documental; aplicação de questionários e entrevistas. A pesquisa empírica baseou-se em documentos sobre a matéria emitidos pelo Ministério da Educação de Moçambique e o trabalho de campo beneficiou do depoimento de 20 (vinte) professores e 10 (dez) técnicos pedagógicos de nível central. Nos quatro Capítulos deste trabalho, além da Introdução e das Conclusões, abordase, sucessivamente, a origem do problema da pesquisa, as motivações pessoais do autor para a sua realização e outros aspectos que reforçam a justificativa, os objectivos, a trilha metodológica e os resultados a que ela permitiu produzir; uma abordagem preliminar seguida de uma análise histórico-crítica sobre a construção do currículo, em Moçambique tendo como ponto de partida, a altura em que o autor passou a estar envolvido no processo; uma análise crítica dos Programas de Ensino de História e Geografia do Ensino Secundário Geral do 1º Ciclo, e dos dados colhidos através das entrevistas e questionários; uma discussão teórica baseada nas categorias acima enunciadas e fundamentada por autores críticos. Esboça-se as conclusões em Conclusões, onde são retomadas as ideias básicas do trabalho, procurando-se responder ao problema colocado no início. O trabalho fornece o esboço de uma estratégia alternativa ao processo da construção curricular em apreço. Tem-se em vista que a estratégia proposta favoreça o cumprimento das finalidades da Área de Ciências Sociais do Ensino Secundário Geral e reforce o contributo desta Área na estrutura curricular, em particular e no desenvolvimento do currículo do Ensino Secundário Geral, em Moçambique, em geral
Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools". Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.
Texto completoAssunção, Alda Ribeiro Martins. "A inserção do componente currículo nos cursos de pedagogia do estado de São Paulo". Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9653.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
The research aims to identify and analyze how the curriculum, as a curriculum component, is considered in the courses of Pedagogy in the State of São Paulo, based on their respective curriculum content and course descriptions. The analysis considers the institutions with a grade 3 in the National Survey of Student Performance (Enade) 2008, representing 41% of the total of 267 courses. Of the 110 courses surveyed, 65 indicate the presence of the Curriculum component, under a variety of names. To understand the processes that involved this context, the research started with a documental and bibliographic analysis on the subject, adopting the qualitative and quantitative approach. The work is supported by: Apple (2006), Chizzotti (2008), Chizzotti e Ponce (2011), Gatti (2009), Gimeno Sacristán (1999, 2000, 2007), Moreira (1990), Moreira and Silva (2009), Ponce (2006) and Silva (2003). Data collection was also made by means of semi-structured interviews with teachers of the components involving curriculum , which allowed the study to broaden the understanding of the political, pedagogical and technical interfaces of the component. The results, supported by content analysis, showed polysemy in the statements, which often differ on the emphasis on interfaces, pointing to multiple dimensions. It was also concluded, from the statements, that it is necessary to make adjustments in the course descriptions in order to broaden the number of hours allocated to curriculum components, considering the importance of this theme for the training of future educators
A pesquisa tem por objetivo identificar e analisar como o currículo, enquanto componente curricular, é contemplado nos cursos de Pedagogia do Estado de São Paulo, a partir das suas respectivas grades curriculares e ementas. A análise considera as instituições com nota 3 no Exame Nacional de Desempenho dos Estudantes (Enade) de 2008, que representam 41% do total de 267 cursos. Dos 110 cursos pesquisados, 65 apontam para a presença do componente Currículo, sob as mais variadas denominações. Para compreender os processos que envolviam esse contexto, a pesquisa partiu de uma análise documental e bibliográfica sobre o tema, adotando a abordagem qualiquantitativa. O trabalho apoia-se em: Apple (2006), Chizzotti (2008), Chizzotti e Ponce (2011), Gatti (2009), Gimeno Sacristán (1999; 2000, 2007), Moreira (1990), Moreira e Silva (2009), Ponce (2006; 2009; 2011) e Silva (2003). A coleta de dados também foi feita por meio de entrevistas semiestruturadas com docentes dos componentes que envolvem currículo , o que possibilitou ao estudo ampliar a compreensão das interfaces política, pedagógica e técnica do componente. Os resultados, apoiados pela análise de conteúdo, evidenciaram uma polissemia nos discursos, que, muitas vezes, divergem sobre a ênfase dada às interfaces, apontando para dimensões múltiplas. Concluiu-se também, a partir dos discursos, que há necessidade de ajustes nas grades curriculares, no sentido de ampliar a carga horária destinada aos componentes Currículo, considerando a importância dessa temática para a formação dos futuros pedagogos
Libros sobre el tema "Curriculum"
Education, Ontario Ministry of. Curriculum management. Toronto, Ont: Queen's Printer for Ontario, 1988.
Buscar texto completoKemmis, Stephen. Evaluating curriculum. Geelong, Vic: Deakin University, 1988.
Buscar texto completoWalker, Decker F. Fundamentals of curriculum. San Diego: Harcourt Brace Jovanovich, 1990.
Buscar texto completoBrady, Laurie. Curriculum construction. 4a ed. Frenchs Forest, N.S.W: Pearson Australia, 2010.
Buscar texto completoCornbleth, Catherine. Curriculum in context. London: Falmer Press, 1990.
Buscar texto completoKirk, Gordon. The core curriculum. London: Hodder and Stoughton, 1986.
Buscar texto completoEducation, Ontario Ministry of. Curriculum management: Resource guide. Toronto: Ministry of Education, 1988.
Buscar texto completoauthor, Pak Sŏng-hye, ed. Saeroun kyoyuk kwajŏng: Curriculum. Sŏul: T'aeyŏng Ch'ulp'ansa, 2010.
Buscar texto completoYang, Siqi. Curriculum change and innovation. Hong Kong: Hong Kong University Press, 2012.
Buscar texto completoEnglish, Fenwick W. Curriculum auditing. Lancaster, Pa: Technomic Publishing Co., 1988.
Buscar texto completoCapítulos de libros sobre el tema "Curriculum"
Orpwood, Graham. "Curriculum". En Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_146-5.
Texto completoHübl, Reinhold, Katja Derr, Ulrich Huckenbeck, Edith Mechelke-Schwede, David Obermayr y Miriam Weigel. "Curriculum". En Selbststudium im digitalen Wandel, 177–81. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31279-4_14.
Texto completoUhlig, Günther. "Curriculum". En Metropolitane Region, 11–12. Wiesbaden: Vieweg+Teubner Verlag, 1994. http://dx.doi.org/10.1007/978-3-322-84170-4_3.
Texto completoOrpwood, Graham. "Curriculum". En Encyclopedia of Science Education, 254–56. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_146.
Texto completoMcComas, William F. "Curriculum". En The Language of Science Education, 30. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_27.
Texto completoSpear-Swerling, Louise. "Curriculum". En Encyclopedia of Autism Spectrum Disorders, 837–38. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1757.
Texto completoMurray, Michael A. y Laura Balogh. "Curriculum". En The Therapeutic Inclusion Program, 76–85. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003270478-7.
Texto completoTopping, Keith J. "Curriculum". En Educational Systems for Disruptive Adolescents, 125–28. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003343394-26.
Texto completoJoldersma, Clarence W. "Curriculum". En A Levinasian Ethics for Education's Commonplaces, 61–88. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137415493_5.
Texto completoFeely, Michael y Ben Karlin. "Curriculum". En The Teaching and Learning Playbook, 204–22. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003255840-7.
Texto completoActas de conferencias sobre el tema "Curriculum"
McDaniel, Elizabeth, Brenda Roth y Michael Miller. "Concept Mapping as a Tool for Curriculum Quality". En InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2898.
Texto completoDemedts, Lore, Goele Soogen, Helena Brusselle, Dries Vanacker, Hilde Van Puyenbroeck y Nadia Vanderstraeten. "Promoting Efficiency in Education: The Cost-Aware Curriculum Model An Efficient and Purposeful Approach to Curriculum Design". En Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17294.
Texto completoSTRATAN, Victoria. "Relația evaluare – curriculum". En Inovaţii în sistemul naţional de evaluare a rezultatelor învăţării. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.04-05-11-2022.p214-218.
Texto completoNewton, David William. "Integrating Service-Learning Earlier in Architectural Curriculums through Engaged Design". En 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.64.
Texto completoMartins, Cristina, Cristina Mesquita, Graça Santos y Maria Raquel Patrício. "LEADERS' VOICES ON CURRICULUM AND CURRICULAR FLEXIBILITY". En 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2529.
Texto completoDa, Li. "Computer hardware curriculums, curriculum contents and teaching methods". En Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228319.
Texto completoCole, Chelsea. "Scaping the Soul of Curriculum: Exploring Curricular Experiences". En 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2107783.
Texto completoHalpert, Ben. "Preschool information assurance curriculum development". En 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940948.
Texto completoMacfadyen, Leah P. "Content analytics for curriculum review: A learning analytics use case for exploration of learner context". En ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0102.
Texto completoNarvekar, Sanmit, Jivko Sinapov y Peter Stone. "Autonomous Task Sequencing for Customized Curriculum Design in Reinforcement Learning". En Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/353.
Texto completoInformes sobre el tema "Curriculum"
Jones, Matthew. Large Livestock Curriculum- 16 Week Curriculum. Ames (Iowa): Iowa State University, mayo de 2023. http://dx.doi.org/10.31274/cc-20240624-945.
Texto completoDingus, Brenda L. Curriculum Vita. Office of Scientific and Technical Information (OSTI), junio de 2016. http://dx.doi.org/10.2172/1257105.
Texto completoBeedle, Christopher. Curriculum Implementation. Office of Scientific and Technical Information (OSTI), abril de 2022. http://dx.doi.org/10.2172/1866929.
Texto completoBeedle, Christopher. Curriculum Design. Office of Scientific and Technical Information (OSTI), mayo de 2022. http://dx.doi.org/10.2172/1867144.
Texto completoCantoni, Davide, Yuyu Chen, David Yang, Noam Yuchtman y Y. Jane Zhang. Curriculum and Ideology. Cambridge, MA: National Bureau of Economic Research, mayo de 2014. http://dx.doi.org/10.3386/w20112.
Texto completoBeedle, Christopher. Curriculum Design II. Office of Scientific and Technical Information (OSTI), abril de 2022. http://dx.doi.org/10.2172/1866928.
Texto completoHachonda, Natalie, Nicole Haberland, Abdul-Kahad Alhassan, Beatrice Ani-Asamoah, Pamela Nyirenda y Barbara Mensch. GirlsRead! E-Reader Curriculum. Population Council, 2018. http://dx.doi.org/10.31899/pgy7.1017.
Texto completoSmith, Peter. Module and Curriculum Design. The Economics Network, septiembre de 2017. http://dx.doi.org/10.53593/m2975a.
Texto completoMitchell, Cameron. Curriculum for Beekeeping Science. Ames (Iowa): Iowa State University, enero de 2020. http://dx.doi.org/10.31274/cc-20240624-462.
Texto completoHartl, Mikayla. Ag Middle School Curriculum. Ames (Iowa): Iowa State University, diciembre de 2022. http://dx.doi.org/10.31274/cc-20240624-125.
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